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Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills, and ...
Teachers need to realize the wide range of strategies that can be used to maintain classroom management and students. They should find the best strategies to incorporate in their lesson planning for their specific grade, student type, teaching style, etc. and utilize them to their advantage.
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
Universal Design for learning is a set of principles that provide teachers with a structure to develop instructions to meet the diverse needs of all learners. The UDL framework, first defined by David H. Rose, Ed.D. of the Harvard Graduate School of Education and the Center for Applied Special Technology (CAST) in the 1990s, [ 2 ] calls for ...
A teacher's classroom-management style influences many aspects of the learning environment. The four general styles of classroom management are authoritarian, authoritative, permissive and disengaged. [79] [80] [81] Teachers use a variety of positive guidance and disciplinary strategies to refocus a student's attention or manage conflicts. [82]
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Particularly, the teacher or provider of care bases all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure.